Transcript Slide 1

Bullying:
What We Know
Stuart Green, DMH, LCSW
Behavioral Scientist, Overlook Medical Center,
Atlantic Health System
NJ Coalition for Bullying Awareness and
Prevention
www.njbullying.org
Olweus
Traditional view
'boys will be boys', 'girls are mean' ‘it’s a dog-eat-dog world’ ‘life is
cruel’ ‘rite of passage’ ‘people are like that’ ‘you have to get tough’
‘competition builds character’ ‘you can handle it’ ‘life isn’t always fair’
= inevitable, the nature of children/people, growth experience,
strengthening
S. Green, www.njbullying.org
Modern view – bullying is created by adults:
• modeling of bullying behavior
• acceptance of bullying as normal
• inaction when bullying occurs
• exposing persons to social systems in which bullying is rewarded or
implicitly accepted.
S. Green, www.njbullying.org
NJ Anti-Bullying Bill of Rights HIB Definition
• HIB means any gesture, any written, verbal or physical act, or any electronic
communication, whether it be a single incident or a series of incidents, that:
• Is reasonably perceived as being motivated either by an actual or perceived
characteristic, such as race, color, religion, ancestry, national origin, gender, sexual
orientation, gender identity and expression, or a mental, physical or sensory disability, or
by any other distinguishing characteristic;
•Takes place on school property, at any school-sponsored function, or on a school bus;
or off school grounds
•Substantially disrupts or interferes with the orderly operation of the school or the
rights of other students; and that
• A reasonable person should know, under the circumstances, will have the effect of
physically or emotionally harming a student or damaging the student’s property, or
placing a student in reasonable fear of physical or emotional harm to his person or
damage to his property; or
• Has the effect of insulting or demeaning any student or group of students; or
• Creates a hostile educational environment for the student by interfering with a
student’s education or by severely or pervasively causing physical or emotional harm
to the student.
DEFINITION OF BULLYING
A person is being bullied when:
• he or she is exposed repeatedly to negative acts by a peer or peers
• there is intent to harm
• there is an imbalance of power so that the person who is being bullied
has a difficult time defending himself or herself.
S. Green, www.njbullying.org
Bullying may involve either:
• direct actions (e.g., hitting, name-calling, texting)
• indirect actions (e.g., avoiding, social exclusion, spreading rumors, texting
others, altering a website)
S. Green, www.njbullying.org
BEHAVIORS …
Made fun of, called names, insulted
Subject of rumors
Pushed, shoved, tripped, or spit on
Threatened with harm
Excluded from activities on purpose
Tried to make them do something they did not
want to do
Property destroyed on purpose
(School year 2008-2009, % range 18%-3%)
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, “Student Reports of Bullying and
Cyber-Bullying: Results From the 2009 School Crime Supplement to the National
Crime Victimization Survey” Web Tables (NCES 2011-336).
Among students ages 12-18 who reported being bullied at
school during the 2008-2009 school year (40% gr 6, 20%
gr 12):
•47.2 percent of students reported being bullied in a hallway
or stairwell.
•33.6 percent of students reported being bullied in a
classroom.
SOURCE: U.S. Department of Education, Institute of Education Sciences, National
Center for Education Statistics, “Student Reports of Bullying and Cyber-Bullying:
Results From the 2009 School Crime Supplement to the National Crime
Victimization Survey” Web Tables (NCES 2011-336).
Teasing/Normal Conflict
Bullying
Variability in roles (negative acts in
both directions)
Always the same target
Primary goal is not to harm.
Intent to harm
Playful or limited in extent, because
participants equal in power
Harmful, directed at vulnerabilities, negative
acts increase with target’s distress
Relationship valued for mutual
benefit, concern for other
Seeking power, control or material gain as
primary motive for relationship
Remorseful, takes responsibility,
makes effort to address problem
No remorse, blames victim, discounts
target’s point of view
Modified from schwablearning.org
orig. Bullying at School, D. Olweus
Bullying Remains Pervasive
• 7 million (28%) U.S. students 12-18 bullied at school 2008–2009 school year
• 1.5 million (6%) reported being cyber-bullied at/away from school
Percentage of students ages 12–18 who reported
being bullied/injured at school 2008-2009
45
40
35
Percent
30
25
20
15
10
5
0
Bullied at school
Injured
6th
39.4
10.7
7th
33.1
7.8
8th
31.7
8.7
9th
28
7.4
10th
26.6
5.9
Data Source: 2009 School Crime Supplement (SCS) to the National Crime Victimization Survey (NCVS)
11th
21.1
12th
20.4
n/a
n/a
Prevalence
• most common serious problem of the school-age child
• wide world occurrence
• middle school years peak period
• in U.S., 2009 Youth Risk Behavior Survey (YRBS) indicated that 20% of
students had experienced some form of bullying on school property
during the survey year
•10-40% of youth reported being victims of some form of cyberbullying
• 20% admitted to cyberbullying others
• 27% of youth who were victims of cyberbullying had also carried a
weapon to school
• Youth cyberbullied much more fearful
S. Green, www.njbullying.org
PREVALENCE …
• The range of American high school students who
report being bullied to be between 19% and 47%. U.S.
Commission on Civil Rights, 2011
• 87% of school staff reported witnessing bullying and
43% of teachers stated they would categorize bullying
in their school as a “moderate to major problem.”
National Education Association (Bradshaw, Waasdorp,
O’brennan, & Gulemetova, 2011)
• 32% of youth ages 12-18 report having been bullied
in the last school year. U.S. Bureau of Justice
Indicators of School Crime and Safety (Robers, Zhang,
Truman, & Snyder, 2010)
• Findings from a large nationally representative U.S.
sample of 6th -10th graders, found the following
prevalence rates: 20.8% physical bullying; 53.6%
verbal bullying; 51.4% relational bullying; 13.6%
cyberbullying (Wang et al., 2009).
• Review of 7 studies 2004-2010 found lifetime
cyberbullying victimization rates for youth of ≈ 20-40%
(Hinduja & Patchin, 2010)
Bullying by Grade Level
Percentage of Students
Percent of all students ages 12-18 who reported being bullied
during the 2008-2009 school year, by grade level
36.3 % of bullied students reported that they notified a
teacher or some other adult at school. IMPLICATIONS?
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, “Student Reports of Bullying and CyberBullying: Results From the 2009 School Crime Supplement to the National Crime Victimization Survey” Web Tables (NCES 2011-336).
Specific Bullying Behaviors
Percent of students ages 12-18 who reported being bullied at
school during the 2008-2009 school year, by type of bullying
Made fun of, called names, or insulted
Subject of rumors
Pushed, shoved, tripped, or spit on
Threatened with harm
Excluded from activities on purpose
Tried to make them do something they
did not want to do
Property destroyed on purpose
Percentage of Students
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, “Student Reports of Bullying and CyberBullying: Results From the 2009 School Crime Supplement to the National Crime Victimization Survey” Web Tables (NCES 2011-336).
Cyberbullying: Fear and
Avoidance
A higher percentage of students ages 12-18 who reported being
cyber-bullied anywhere during the 2008-09 school year…
Avoided a
specific place
at school
Feared that
someone would
attack or harm them
at school or on the
way to/from school
Skipped school
during the 20082009 school year
Percentage of Students
What is the basic message in this data?
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, “Student Reports of Bullying and CyberBullying: Results From the 2009 School Crime Supplement to the National Crime Victimization Survey” Web Tables (NCES 2011-336).
What Do We Know About Cyberbullying?
• Variable estimates of U.S. offending and victimization
• Nationally representative sample of 2,051 adolescents (ages, 10-17) as
part of the National Survey of Children’s Exposure to Violence (2008)
• 6% reported a past-year and 9% lifetime online victimization, and
96% of those reported offline victimization, mainly sexual in nature
• Online victims also reported elevated rates of trauma
symptomatology, delinquency, and life adversity. (Mitchell et al.,
2011)
• Review of 7 studies 2004-2010 found lifetime cyberbullying
victimization rates for youth of ≈ 20-40% (Hinduja & Patchin, 2010)
Pew Research Center November, 2011 Report
Teens, Kindness and Cruelty on Social Network Sites
19
http://pewinternet.org/Reports/2011/Teens-and-social-media.aspx
Bullying Experiences of Particular Groups
• Student with disabilities tend to experience more bullying than
students without disabilities (verbal, physical, exclusion)
• 2009 GLSEN national school climate survey found:
• Nearly 9 out of 10 LGBT students (middle/high school)
experienced harassment at school in past year and nearly twothirds felt unsafe because of their sexual orientation.
• For 2008-2009 school year (age 12-18), bullied rates for
white/black (≈ 29%); Hispanic (≈ 25%); Asian (≈ 17%) [NCES]
• For 2008-2009 school year (age 12-18), rates of being bullied
29.5% for females versus 26.6% for males [NCES]
All persons affected (the Bullying Circle)
• as bullying or bullied
• as bystanders (active, passive, ‘activated’)
• feel afraid, powerless, guilty, diminished empathy
• tension, numbing, fears of openness and self-expression
• wide range of lasting negative effects
S. Green, www.njbullying.org
There is evidence that bullying is harmful
(mainly to those targeted) in the following ways:
Added injury: In children already suffering or at
risk from a wide range of illnesses, conditions
and characteristics, bullying increases their
vulnerability and suffering.
A source of problems: children may not have
developed certain problems or developed the
problems as severely if bullying had not
occurred.
A sign of problems: indicates that other serious
problems are present, in the child and in the
school/setting.
S. Green, www.njbullying.org
academic performance, accidents and injury
adolescent HR-QOL, adult workplace bullying,
alcohol/tobacco and other drug use, animal abuse,
Asperger's (and other dev dis), binge eating disorder, body
dysmorphic disorder, childhood eczema, cleft lip/palate,
poor diabetes self-management, feeling unsafe at school,
gang involvement, IBD, lack of help-seeking and selfidentification in hard-of-hearing youth, learning differences,
low self-esteem, obesity, inhibited physical activity
(including in youth who are obese), substance use,
stuttering, psychosis*, anxiety / depression**, voiding
problems, obesity, recurrent abdominal pain, suicide,
weapon-carrying and school shootings
(*Varese et al, Childhood adversities … , Schiz Bull, 2012)
(**even more associated w cyberbullying)
S. Green, www.njbullying.org
School Climate Matters: Psychological Well-Being
• Being bullied and related victimization experiences
produce psychosocial adjustment problems such as:
• depression
• anxiety
• attentional problems
• social withdrawal
which in turn lead to school avoidance and reduced
motivation to engage in learning activities
(Arseneault et al., 2006; Bierman, 2004; Buhs, Ladd, & Herald, 2006; Cornell & Mayer, 2010; Juvonen, & Witkow, 2005; Ladd, 2003;
Mayer & Furlong, 2010; Nansel et al., 2001; Mayer, 2010; Schwartz, Gorman, Nakamoto, & Toblin, 2005)
School Climate Matters: Analogy To Child Neglect
• Severe physical child abuse is analogous to school shooting
• Severe harm
• High profile and obvious
• Quick, visible systemic response
• Long-term child neglect is analogous to long-term bullying,
intimidation, and incivility in schools; toxic school environments
• Harm is real, substantial
• Not so obvious
• Marginal systemic response
• Long-term harassment, intimidation, and bullying in schools that
remain under addressed constitutes a form of systemic educational
neglect (Mayer & Furlong, 2010)
Gender (and other) differences
• males more likely to bully (males, females)
• males more likely to be bullied by males than females.
• in females, 'relational aggression' more common (manipulating
relationships for negative effects on a peer) (males also engage in this)
• lgbt students more likely to be victimized) (Nearly 9 out of 10 LGBT
students (middle/high school) experienced harassment at school in past year and
nearly two-thirds felt unsafe because of their sexual orientation.)
S. Green, www.njbullying.org
Those who bully:
• difficult relationships with peers and at home
• more alcohol and tobacco use
• more authoritarian parenting *
but …
• have good self-esteem
• adequate academic performance
• good social skills
• and are often popular
Bully/Victims
A small number of children both bully and are bullied
And tend to have more problems
S. Green, www.njbullying.org
School Climate Matters: Psychological Well-Being
Children who bully are at higher risk of subsequent
involvement in the criminal justice system and of
continuing bullying in adult life.
(Arseneault et al., 2006; Bierman, 2004; Buhs, Ladd, & Herald, 2006; Cornell & Mayer, 2010; Juvonen, & Witkow, 2005; Ladd, 2003;
Mayer & Furlong, 2010; Nansel et al., 2001; Mayer, 2010; Schwartz, Gorman, Nakamoto, & Toblin, 2005)
*Characteristics targeted for bullying:
1. looks (e.g., obesity/shortness/)
2. race
3. gender identify and expression
4. poverty (family income)
5. religion
6. disability (e.g., learning differences, special health needs)
7. other characteristics (shyness, emotional expressiveness, less
strength/athleticism, family conflict)
(ref: Youth Voices Project, Stan Davis, Charisse Nixon)
Any perceived difference.
Any child may be bullied.
S. Green, www.njbullying.org
Rosenstein family
(from MSNBC.com, 4-19-12)
Sawyer Rosenstein with his father, Joel, and mother, Cheri, on a family vacation in Scottsdale, Ariz., in 2011.
By Miranda Leitsinger, msnbc.com
$4.2 million settlement for student paralyzed by bully
When Sawyer Rosenstein was 12, a punch from a bully changed his life forever, leaving him paralyzed, and at times, near death from the complications of his condition.
Now, six years after the assault, the New Jersey school board in the district where he was a student has agreed to a $4.2 million settlement.
“It feels really great to finally have just a sense of closure … that this really difficult part of my life is behind me,” Rosenstein, an 18-year-old freshman majoring in
communication at Syracuse University, told msnbc.com. “I can actually focus on all of the successful things that I am doing now and all of the successful plans that I have for
my future.”
When Sawyer Rosenstein was 12, a punch from a bully changed his life
forever, leaving him paralyzed, and at times, near death from the
complications of his condition. Now, six years after the assault, the New
Jersey school board in the district where he was a student has agreed to a
$4.2 million settlement.